The Preschool Teacher creates a safe, inclusive, inquiry-rich learning environment grounded in Reggio Emilia–inspired principles, viewing children as capable, competent, and full of potential. As a teacher-researcher, the Teacher listens, observes, documents, interprets, and reflects on children’s thinking to develop emergent curriculum and meaningful project work. The Teacher partners with families and collaborates as an equal member of the Preschool team, sharing responsibility for children’s learning, care, and safety.
Responsibilities
Provide in-person day-to-day classroom teaching, guidance, management, and active supervision of children in indoor and outdoor settings
Build positive, respectful, responsive relationships with children; recognize their individual strengths, identities, interests, and developmental needs
Support social-emotional growth, independence, self-regulation, relationships, and developmentally appropriate conflict resolution
Collaborate with the Preschool team on daily routines, schedules, curriculum, learning experiences, and consistent classroom practices
Use observation, conversation, questions, and children’s work to inform teaching decisions and respond to emerging learning needs
Participate actively in team planning, reflection, and analysis of children’s experiences; contribute to the wider life of the school
Approach children as capable, competent protagonists in their own learning; honor their theories, questions, interests, and multiple ways of expressing understanding
Act as a teacher-researcher: observe and listen closely, develop hypotheses, document learning, interpret children’s thinking, and reflect with colleagues
Collaborate with the Pedagogista, Atelierista, fellow Teachers, and Assistant Teachers to develop, sustain, and revisit meaningful short- and long-term inquiries
Design thoughtful provocations, materials, experiences, and environments that invite exploration, relationships, creativity, and deeper investigation
Remain open to unexpected directions and multiple possibilities rather than predetermining inquiry outcomes; use reflective dialogue to shape curriculum
Contribute to Project Stories and other documentation of group inquiry; plan and coordinate research trips, risk assessments, transportation, family communication, materials, and child-specific needs in accordance with school procedures
Identify and request curricular materials, play equipment, and supplies that support emerging projects
Observe and capture significant learning through photographs, video, audio, children’s words, drawings, constructions, conversations, and work samples
Transcribe conversations as appropriate; collect, label, organize, securely store, and maintain physical and digital documentation files
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Review, analyze, and interpret documentation with the Preschool team to make children’s thinking, development, relationships, and learning processes visible and to inform curriculum
Create and contribute to documentation panels, classroom displays, galleries, blogs, and other communications that share the learning process with children and families
Share responsibility for writing individual Learning Stories and group Project Stories, including thoughtful observation, interpretation, and analysis
Collaborate with the Pedagogista, Atelierista, Teachers, and Assistant Teachers on drafting and review; complete revisions, editing, labeling, submission, and final storage within established timelines
Use ongoing observation, pedagogical documentation, professional reflection, and child-development knowledge to assess each child’s growth, interests, strengths, and needs
Use evidence of learning to inform classroom practice and communicate a nuanced understanding of each child’s development
Prepare for, participate in, and lead assigned family conferences; write and revise conference summaries and reports following appropriate review
Maintain accurate, organized, and confidential student records and complete required reports within established timelines
Prepare the classroom before children arrive and cultivate the environment as the “third teacher”—welcoming, aesthetically thoughtful, inclusive, accessible, and responsive to children’s inquiries
Collaboratively plan classroom flow and organization; intentionally select, present, rotate, replenish, and make materials accessible to children
Maintain the cleanliness, readability, organization, safety, and aesthetic quality of learning spaces; clean and disinfect materials according to procedures
Regularly evaluate and adapt how spaces and materials foster independence, relationships, creativity, inquiry, and engagement
Share responsibility with all Preschool team members for children’s health, safety, care, and active, attentive supervision throughout the school day, including playground and outdoor learning
Maintain awareness of children’s whereabouts, activities, interactions, and individual needs; use safe, respectful, developmentally appropriate physical interactions
Follow school health, safety, child protection, and licensing procedures; respond appropriately to accidents, injuries, medical concerns, and emergencies
Ensure learning spaces, materials, and equipment are safe and appropriately maintained
Prioritize children’s active supervision, care, safety, and well-being over documentation, email, administrative tasks, or other responsibilities
Build trusting, respectful, responsive, and reciprocal relationships with families as essential partners in children’s learning
Communicate thoughtfully, accurately, and regularly through informal conversations, email, telephone, classroom blogs, program updates, conferences, and family meetings
Share children’s learning through Learning Stories, pedagogical documentation, galleries, displays, and other established channels; participate in family education opportunities
Discuss sensitive concerns with the Pedagogista and/or Principal as appropriate; protect family and child confidentiality and share information only with those with a legitimate professional need to know
Work as an equal collaborative partner with the Pedagogista, Atelierista, fellow Teachers, Assistant Teachers, Principal, and other school personnel; this position does not supervise other staff
Contribute to shared classroom and program responsibilities, clear communication, collaborative decision-making, and a respectful professional culture
Participate constructively in meetings, planning, documentation analysis, and pedagogical dialogue; ask questions, share interpretations, and welcome differing perspectives
Give and receive professional feedback; address challenges directly and respectfully through constructive dialogue and shared problem-solving
Coordinate classroom practices and routines with Assistant Teachers without exercising personnel supervision
Identify, order through approved procedures, organize, maintain, and responsibly use materials, technology, cameras, audio equipment, and other documentation tools; return and prepare equipment for reuse
Arrive prepared and on time; meet deadlines; maintain accurate records; attend required faculty and team meetings, professional learning, conferences, open houses, performances, and school events
Engage in continuous learning and reflective practice in early childhood education, Reggio Emilia–inspired pedagogy, and contemporary educational theory
Participate in the development of a safe and healthy workplace
Comply with the instructions given for their own safety and health and that of others, in adhering to safe work procedures
Take reasonable care to ensure their own safety and health and that of others
Report any injury, hazard or illness immediately to their Supervisor and Human Resources
Not place others at risk by any act or omission, not willfully or recklessly interfere with safety equipment
Act as a role model by demonstrating safe work behaviors
Identify, assess if necessary, and control hazards within the area of responsibility
Ensure that equipment/supplies are properly maintained
Maintain relevant knowledge of safety laws
Develop safe work procedures and ensure adherence to procedures
Ensure compliance of safety policies and procedures
Communicate safety issues with employees
Ensure that employees are provided with information, instruction, training and supervision that they need to work safely
Ensure that employees are aware of and abide by all relevant safety procedures
Encourage early reporting of incidents and forward information to Manager and Human Resources immediately
Requirements
Bachelor’s degree in Early Childhood Education; Elementary Education with significant coursework in Early Childhood Education; Child Development; or a closely related field
Significant professional experience working with young children in an early childhood setting and demonstrated knowledge of developmentally appropriate practice
Knowledge of child development, inquiry-based curriculum, emergent project work, pedagogical documentation, and reflective assessment
Commitment to the image of the child as capable and competent, families as partners, and the environment as the third teacher
Ability to use cameras, audio/video tools, digital documentation systems, email, and common educational technology responsibly
Ability to organize and securely maintain digital student records and documentation
Strong oral and written communication, including family communication, documentation, and Learning Stories
Ability to collaborate respectfully with colleagues, share responsibility, and engage in reflective dialogue and constructive problem-solving
Curiosity, flexibility, empathy, professionalism, accountability, and a commitment to continuous learning
Strong organization, time management, follow-through, and regular and predictable attendance at work
Ability to talk and hear
Ability to sit and use hands and fingers, to handle or feel and to manipulate keys on a keyboard
Ability to stand, walk, lift and carry approximately 10-15 pounds, reach with arms and hands, climb or balance, and to stoop, bend, kneel, crouch or crawl
Close vision
Ability to frequently problem solve, make decisions, interpret data, organize, speak, write, plan, and clearly communicate
Nice to have:
Master’s degree in Early Childhood Education, Curriculum and Instruction, Child Development, or a related field
Experience with or substantial professional learning in the Reggio Emilia Approach strongly preferred; approximately four or more years in a Reggio Emilia–inspired setting
Important Details
Schedule: 10-month position, regular program hours 7:15 a.m.–2:45 p.m., 30-minute lunch break generally between 12:30 p.m. and 2:00 p.m.
Employment type: full-time, in-person
Equipment use: telephone, computer, iPad, Google Apps for Education, Blackbaud Education Edge Database, copiers, printers, and other office hardware
About the Company
Mid-Pacific Institute provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any kind without regard to race, color, religion, age, sex, national origin, disability status, marital status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.
Mid-Pacific was established through the 1908 merger of Kawaiaha'o Seminary for Girls, founded in 1864, and Mills Institute for Boys, founded in 1892.
